反饋話語論文_高中優(yōu)秀英語教師反饋語的支架功能特征

1、 .反饋話語論文：高中優(yōu)秀英語教師反饋語的支架功能特征【中文摘要】教學(xué)過程主要是在一連串的“教師誘發(fā)(提問)一學(xué)生應(yīng)答一教師反饋(對應(yīng)答的回應(yīng))”中展開和推進(jìn)的。教師反饋語,是指教師在提出問題之后,對學(xué)生的應(yīng)答所作出的言語反應(yīng)。教師課堂反饋語在多大程度上影響著外語學(xué)習(xí)者的語言能力和其它素質(zhì)的發(fā)展,這是作者深感興趣的一個話題。本研究借助課堂觀摩與音頻轉(zhuǎn)錄文本分析法,對三位高中優(yōu)秀英語教師的三節(jié)課進(jìn)行了個案研究和描述性分析。其研究結(jié)果表明：1.優(yōu)秀英語教師反饋語為學(xué)生語言能力的發(fā)展提供支架作用。高質(zhì)量的教師反饋語可以為學(xué)習(xí)者提供可理解性的、豐富的語言輸入,同時又有助于激發(fā)學(xué)習(xí)者的語言輸出,讓其在語

2、言的不斷糾錯過程中完善中介語；2.優(yōu)秀英語教師反饋語能為學(xué)生的認(rèn)知發(fā)展提供支架作用。高質(zhì)量的反饋語能引導(dǎo)學(xué)習(xí)者學(xué)會思考、善于發(fā)現(xiàn)問題,并在分析解決問題過程中不斷提高自己的語言認(rèn)知能力；3.優(yōu)秀英語教師反饋語為學(xué)生情感能力發(fā)展提供支架作用。高質(zhì)量的反饋語有助于創(chuàng)造輕松、快樂的學(xué)習(xí)環(huán)境,激發(fā)學(xué)生學(xué)習(xí)興趣,使他們在解決學(xué)習(xí)任務(wù)過程中建立自信心和成就感。學(xué)生情感能力的改善繼而會促進(jìn)他們的英語學(xué)習(xí)?？傊?優(yōu)秀教師反饋語研究有助于增強(qiáng)人們對課堂反饋語支架功能的認(rèn)識,使得英語教師們更加關(guān)注課堂反饋語在使用中的效度,讓反饋語在學(xué)習(xí)者的語言能力、認(rèn)知能力以及情感能力三項(xiàng)發(fā)展中發(fā)揮更好的作用?！居⑽恼縀ngl

3、ish teaching is actually a process of constant interaction between teacher and students, including a series of discourses consisting of teachers initiation, students response, and teachers follow-up. Teachers follow-up discourse refers to teachers verbal feedback on students response to his question

4、s. The author takes great interest in the topic: to what degree does an English teachers verbal feed-back affect the development of EFL studentslanguage ability and other qualities? Based on classroom observation and audio-transcription, the present research has made a case study of 3 English classe

5、s (chosen from the corpus data) presented by three excellent English teachers from senior high schools with focus on the use of their verbal feed-back. The findings of the research are presented as follows:1. The verbal feedback of excellent English teachers serves scaffolding function in developing

6、 studentslanguage ability. The high-quality verbal feedback provides comprehensible language input, and meanwhile elicits more and better language output from the learners, whose inter-language can thus be improved in the course of error-correcting through teachers feedback.2. The verbal feedback of

7、 excellent English teachers serves scaffolding function in the development of studentscognitive competence. The high-quality verbal feedback guides students to learn to think, to find problems, to make analysis and seek solutions to the problems, all of which contribute to the development of their c

8、ognitive competence.3. The verbal feedback of excellent English teachers serves scaffolding function in the development of studentsemotional attitude. The high-quality verbal feedback helps to create a relaxing and pleasant learning environment, which can motivate students to take interest in Englis

9、h learning. In addition, theyre inclined to build up confidence and a sense of self-fulfillment in the course of fulfilling learning tasks. The improvement of studentsemotional attitude will, in turn, promote their English learning.In short, the study of excellent English teachersverbal feedback is

10、conducive to the enhancement of the awareness of the scaffolding functions so that English teachers will pay more attention to its effectiveness in use. If so, the verbal feedback will play a better scaffolding role in the development of studentslanguage ability, cognitive competence and emotional a

11、ttitude.【關(guān)鍵詞】反饋話語 支架功能 課堂互動 英語教學(xué)【英文關(guān)鍵詞】verbal feedback scaffolding function classroom interaction English teaching【目錄】高中優(yōu)秀英語教師反饋語的支架功能特征摘要5-6Abstract6-7第一章 緒論8-10一、研究背景8二、研究意義8-9三、研究目的9四、論文結(jié)構(gòu)9-10第二章 文獻(xiàn)綜述10-21一、相關(guān)概念界定10-11(一) 支架10(二) 教師反饋語10-11二、理論基礎(chǔ)11-16(一) Krashen的可理解性輸入與情感過濾假說11-12(二) Swain的可理解性輸出

12、假設(shè)12-13(三) Michael Long的互動理論13-15(四) 支架理論15-16三、國內(nèi)外教師反饋語研究16-21(一) 教師反饋與語言學(xué)習(xí)17-18(二) 教師反饋與認(rèn)知發(fā)展18(三) 教師反饋與學(xué)習(xí)者情感18-19(四) 支架理論與二語教學(xué)研究19-21第三章 研究設(shè)計(jì)21-23一、研究問題21二、研究對象21三、研究方法與工具21-22(一) 課堂觀察21-22(二) 實(shí)錄話語分析22(三) 個案分析22四、數(shù)據(jù)收集與分析22-23第四章 結(jié)果和討論23-44一、優(yōu)秀教師的反饋語為學(xué)生的語言發(fā)展提供支架23-29(一) 提供可理解性的、豐富的語言形式輸入23-24(二) 創(chuàng)設(shè)

13、意義協(xié)商的語言輸出機(jī)會24-26(三) 幫助學(xué)生糾正語言錯誤,完善中介語26-29二、優(yōu)秀教師的反饋語為學(xué)生的認(rèn)知發(fā)展提供支架29-36(一) 提供學(xué)習(xí)策略指導(dǎo)29-30(二) 降低任務(wù)難度30-32(三) 強(qiáng)調(diào)關(guān)鍵特征32-33(四) 示范33-34(五) 幫助學(xué)生發(fā)展批判性思維能力34-36三、優(yōu)秀教師的反饋話語為學(xué)生的情感發(fā)展提供支架36-44(一) 激發(fā)學(xué)生的學(xué)習(xí)興趣37-38(二) 減少學(xué)生課堂焦慮感38-40(三) 培養(yǎng)學(xué)生的自信心,成就感40-42(四) 引導(dǎo)學(xué)生樹立正確的價值觀42-44第五章 結(jié)論和建議44-47一、研究的結(jié)論44-45(一) 優(yōu)秀英語教師反饋語為學(xué)生的語言能力發(fā)展提供支架作用44-45(二) 優(yōu)秀英語教師反饋語為學(xué)生的認(rèn)知發(fā)展提供支架作用45(三) 優(yōu)秀英語教師反